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The study analyzes five factors: vocabulary limitation, teaching strategy, limitations of listening materials and equipment, students’ listening anxiety, and exposure to American English and culture. Conducted across three junior high schools in Bandung, the study applies factor analysis to identify which factor most significantly predicts listening comprehension outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-perspective-of-factors-affecting-listening-comprehension-ability/589204/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-perspective-of-factors-affecting-listening-comprehension-ability/589204.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this research?","Question",{"text":112,"@type":113},"The study aims to determine which factor significantly affects students’ listening comprehension ability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factor was found to be the most dominant?",{"text":117,"@type":113},"Factor analysis shows the most dominant factor is the limitation of listening materials and equipment.",{"name":119,"@type":110,"acceptedAnswer":120},"Where was the study conducted?",{"text":121,"@type":113},"The study was conducted in three schools: SMP Negeri 1 Cisarua, SMP Negeri III Cisarua, and SMP Negeri I Parongpong, all in Bandung.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589204,1792524945,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Students’ Perspective ofFactors Affecting Listening Compehension Ability  \nKan Xuan and Debora Chaterin S., MAEd  \nEnglish Education Program, Faculty of Teachers Training and Educational  \nScience  \nUniversitas Advent Indonesia  \nAbstract  \nThe teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect students’ listening comprehension ability; which are: Limitation of Vocabulary, Teaching Strategy, Limitation of Materials and Equipment, Student’s Listening Anxiety, Exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects students’listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is Limitation of Listening Materials and Equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung.  \nKey Words: Listening Comprehension Ability, Exposure towards American English and Culture  \nIntroduction  \nPeople can hardly argue that listening skills play important role in enhancing one’s speaking proficiency. Listening is not only about how people hear words; it is a process to respond to someone or people they talk to (Amin, 2011) . Along with this, Bestakanshin (2012) said that the ability to establish listening skills is an essential component towards successful communication. However Vandergrift (2011) stated that listening is also considered as an intricate, active process in which the listener should be able to distinguish sounds, comprehend meaning of words and grammatical structures, point out stress and intonation in order to have proper utterance. In addition, Richards (2008) emphasized two listening processes: bottom-up processing and top-down processing. In improving students’ listening comprehension ability, English teachers must implement those two processes.  \nMoreover, in teaching listening, teachers should be aware of several key issues in listening. Graham and Santos (2015) explicated that key issues most likely refer to skills, process and strategies; they are difficult to expound and distinguish from one another. Basically, in order to overcome those issues and have an effective listening course, students must do a lot of listening. However, in  \nEngland there is not much time can be dedicated to systematic work on listening development. In addition to that, Rost (2012) claimed that listening comprehension is important yet relatively few research project are carried out in this area. Osada (2004) also mentioned in his research that researchers have slightly given little attention to listening theory and practice.  \nIn Indonesia, English has been taught formally in schools; however, the result from years of studying English is less than satisfactory (Lie, 2007) . Moreover, Ivonne (2005) stated that learning English In Indonesia is not more than a set of grammar rules and a pile of vocabulary items to be memorized which makes listening becomes the least of priority wherein very few teachers are aware of students’ cognitive process. Wolvin (2010) stated that when a listener receivesand interprets the message through his/her cognitive psychological process, he/she then have the ability to respond to the message.  \nTraditionally, as stated by Flowerdew and Miller (2005), listening is not specifically taught in language classes. Gilakjani and Ahmadi (2011) added that formal education tends to focus more on the grammar, reading and vocabulary. However in reality, Cahyono and Widiati (2009) said that listening is the primary skill in language acquisition in which a child usually listen before he or she is able to speak, read and write.  \nUpon cultivating several journals regarding listening comprehension ability, the researchers scoped up this study within several factors t","cbCaijBLhwfSFgC1","https://ap.wps.com/l/cbCaijBLhwfSFgC1","pdf",180147,11,"English","# Abstract\n# Introduction\n## Listening skills and communication\n## Teaching listening in Indonesia\n## Traditional approaches and research gaps\n# Methodology","[{\"question\":\"What is the main purpose of this research?\",\"answer\":\"The study aims to determine which factor significantly affects students’ listening comprehension ability.\"},{\"question\":\"Which factor was found to be the most dominant?\",\"answer\":\"Factor analysis shows the most dominant factor is the limitation of listening materials and equipment.\"},{\"question\":\"Where was the study conducted?\",\"answer\":\"The study was conducted in three schools: SMP Negeri 1 Cisarua, SMP Negeri III Cisarua, and SMP Negeri I Parongpong, all in Bandung.\"}]","Students’ Perspective of Factors Affecting Listening Comprehension Ability | PDF",1792066750,28]